Assessor's

Basic Hospitality Skills Mul�-Tasker Course Unit 7 Convert a Room for Dining Assessment Criteria This Unit will take approximately 23 hours to complete 51

Mul�-tasker Basic Hospitality Skills Course Unit 7: Convert a Room for Dining Unit summary This unit is about conver�ng an empty, but appropriate room so that it is suitable for dining purposes. It also covers returning the room to its original state. Assessment methodology This unit is assessed in the workplace or in condi�ons resembling the workplace. Learners can enter the types of evidence they are presen�ng for assessment and the submission date against each assessment criterion. Alterna�vely, centre documenta�on should be used to record this informa�on. 52

Learning outcomes and assessment criteria Learning outcomes Assessment criteria Evidence Por�olio Date 1 Be able to set up food type reference 1.1 Ensure number of staff required are dining areas available to prepare food dining areas, and inform the proper person when more staff are required 1.2 Priori�se work and carry out in an efficient manner 1.3 Iden�fy items requiring moving, the number of people needed to move each item and the amount of �me required to do so 1.4 Move items not required in a safe way and pack away as required 1.5 Set up necessary dining and service equipment in a safe and hygienic manner to meet organisa�onal requirements, using required number of people to move each item 1.6 Clean any unhygienic dining or service equipment or dining areas 53

Learning outcomes and assessment criteria Learning outcomes Assessment criteria Evidence Por�olio Date 2.1 State why it is important to li� heavy or type reference bulky items using approved safe methods 2.2 Describe safe methods for li�ing and carrying 2.3 Describe how to determine how many staff are needed for li�ing and carrying different items 2 Know how to set up food 2.4 State what equipment commonly needs dining areas to be moved 2.5 Describe what specific packing requirements certain equipment may have 2.6 Describe the organisa�on's table layouts 2.7 Describe the organisa�on's service structure 2.8 State why, and to whom, problems such as damaged, dirty or missing equipment should be reported 54

Learning outcomes and assessment criteria Learning outcomes Assessment criteria Evidence Por�olio Date 3 Be able to return food 3.1 Ensure that the required number of type reference dining area to its original staff are available to clear the food state dining areas and inform the proper person when more staff are required 3.2 Priori�se work and carry out in an efficient manner 3.3 Clean surfaces and service equipment where required 3.4 Move dining equipment and service equipment in an orderly manner ensuring they are packed away correctly 3.5 Safely return any items to their proper place 3.6 Ensure that area is le� as required by organisa�onal standards 4.1 State what materials and equipment are used for clearing different types of surfaces in food dining areas 4 Understand how to return 4.2 State why work area needs to be food dining area to its inspected on comple�on original state 4.3 State what informa�on is required in order to clean food dining surfaces Learner name: __________________________________________ Date:___________________________ Learner signature: _______________________________________ Date:___________________________ Assessor signature: ______________________________________ Date:___________________________ Internal verifier signature: ________________________________ Date:___________________________ (if sampled) 55

Assessment requirements/evidence requirements Set up food dining areas The assessor must assess assessment criteria 1.2, 1.3 and 1.5 by directly observing the learner’s work. For assessment criterion 1.1, ‘ensure the required number of staff are available’ must be observed. However, where there is no naturally occurring evidence for ‘informing the right person when more staff are required’, the assessor may assess the learner through ques�oning or witness tes�mony for this aspect. The assessor may assess assessment criteria 1.4 and 1.6 through ques�oning or witness tes�mony if no naturally occurring evidence is available. There must be performance evidence, gathered through observing the learner’s work for: at least two from dining equipment a tables b chairs c service surface at least three from service equipment a customer cutlery b service apparatus c customer plates/bowls d condiments Evidence for the remaining assessment criteria may be assessed through ques�oning or witness tes�mony. 56

Assessment requirements/evidence requirements Return food dining area to its original state The assessor must assess assessment criteria 3.2, 3.4, 3.5 and 3.6 by directly observing the learner’s work. For assessment criterion 3.1, ‘ensure the required number of staff are available’ must be observed. However, where there is no naturally occurring evidence for ‘informing the right person when more staff are required’, the assessor may assess the learner through ques�oning or witness tes�mony for this aspect. The assessor may assess assessment criterion 3.3 through ques�oning or witness tes�mony if no naturally occurring evidence is available. There must be performance evidence, gathered through observing the learner’s work for: at least two from dining equipment a tables b chairs c service surface at least three from service equipment a customer cutlery b customer plates/bowls c service apparatus d condiments Evidence for the remaining assessment criteria may be assessed through ques�oning or witness tes�mony. 57

Basic Hospitality Skills Mul�-Tasker Course Unit 8 Prepare and Serve Dispensed and Instant Hot Drinks Assessment Criteria This Unit will take approximately 30 hours to complete 58

Mul�-tasker Basic Hospitality Skills Course Unit 8: Prepare and Serve Dispensed and Instant Hot Drinks Unit summary This unit is about opera�ng basic equipment such as small dispensing machines, ke�les, urns, coffee and tea pots. The unit also covers the prepara�on and service of hot drinks such as coffee, tea and hot chocolate. Assessment methodology This unit is assessed in the workplace or in condi�ons resembling the workplace. Learners can enter the types of evidence they are presen�ng for assessment and the submission date against each assessment criterion. Alterna�vely, centre documenta�on should be used to record this informa�on. 59

Learning outcomes and assessment criteria Learning outcomes Assessment criteria Evidence Por�olio Date type reference 1.1 Prepare the prepara�on, service and other equipment ready for use 1 Be able to prepare 1.2 Clean the work areas, leaving them �dy equipment and work area and ready for use for service 1.3 Make sure that prepara�on, service and other equipment is clean and free from damage 1.4 Store sufficient drink ingredients and accompaniments ready for use 2 Understand how to 2.1 Describe safe and hygienic working prepare equipment and prac�ces when preparing and serving work area for service hot drinks 2.2 State why drinks, ingredients and accompaniments must be available and ready for immediate use 2.3 State why it is important to check for damage in all work areas and service equipment before taking orders 2.4 Outline the types of unexpected situa�on that may occur when preparing areas and equipment for the prepara�on of hot drinks and how to deal with them 60

Learning outcomes and assessment criteria Learning outcomes Assessment criteria Evidence Por�olio Date 3 Be able to prepare and type reference serve hot drinks 3.1 Iden�fy customer requirements 3.2 Provide customers with accurate informa�on on drinks as required 3.3 Promote company drinks to customers at all appropriate �mes 3.4 Make the drinks using the correct equipment and ingredients 3.5 Serve the drink in company style, offering the correct accompaniments 3.6 Clean prepara�on and serving equipment a�er use and �dy the prepara�on and serving area 4 Understand how to 4.1 Describe safe and hygienic working prepare and serve hot prac�ces when preparing and serving drinks hot drinks 4.2 State why informa�on about products given to customers should be accurate 4.3 Describe what the different techniques are for mixing and preparing different types of beverages to customer requirements 4.4 State why and to whom all customer incidents should be reported 4.5 Explain why and to whom all breakages and spillages should be reported 4.6 State why customers’ and service areas should be kept clean, �dy and free from rubbish and used equipment 61

Learning outcomes and assessment criteria Learner name: __________________________________________ Date:___________________________ Learner signature: _______________________________________ Date:___________________________ Assessor signature: ______________________________________ Date:___________________________ Internal verifier signature: ________________________________ Date:___________________________ (if sampled) 62

Assessment requirements/evidence requirements Prepare work areas and equipment for service The assessor must assess assessment criteria 1.1–1.4 by directly observing the learner’s work.. There must be performance evidence, gathered through observing the learner’s work for: at least one from prepara�on equipment a small vending machines b urns/ke�les c coffee pots d tea pots at least two from service equipment a cutlery b glassware c crockery d trays at least one from other equipment a dish washers b fridges/freezers c thermometers at least two from drinks a coffee b hot chocolate c tea at least three from drink ingredients a coffee bags/pods/capsules b pre-ground coffee beans c instant coffee d syrups e chocolate powder f loose tea g tea bags h fruit/herbal tea 63

Assessment requirements/evidence requirements at least two from drink accompaniments a) sugar b) milk c) dus�ng/topping powder d) cream Evidence for the remaining assessment criteria may be assessed through ques�oning or witness tes�mony. Prepare and serve hot drinks The assessor must assess assessment criteria 3.1, 3.2, 3.4, 3.5 and 3.6 by directly observing the learner’s work. The assessor may assess assessment criterion 3.3 through ques�oning or witness tes�mony if no naturally occurring evidence is available. There must be performance evidence, gathered through observing the learner’s work for: at least two from drinks a coffee b hot chocolate c tea at least one from prepara�on equipment a small vending machines b ke�les c urns d coffee pots e tea pots at least two from service equipment a cutlery b glassware c crockery d trays at least three from drink ingredients a coffee bags/pods/capsules b pre-ground coffee beans c instant coffee d syrups e chocolate powder 64

Assessment requirements/evidence requirements f loose tea g tea bags h fruit/herbal tea at least two from drink accompaniments a sugar b milk c dus�ng/topping powder d cream Evidence for the remaining assessment criteria may be assessed through ques�oning or witness tes�mony. 65

Basic Hospitality Skills Mul�-Tasker Course Unit 9 Collect Linen and Make Beds Assessment Criteria This Unit will take approximately 21 hours to complete 66

Mul�-tasker Basic Hospitality Skills Course Unit 9: Collect Linen and Make Beds Unit summary This unit is about stripping and making beds, handling linen and bed coverings, as well as collec�ng bed coverings and moving them to the rooms. Assessment methodology This unit is assessed in the workplace or in condi�ons resembling the workplace. Learners can enter the types of evidence they are presen�ng for assessment and the submission date against each assessment criterion. Alterna�vely, centre documenta�on should be used to record this informa�on. 67

Learning outcomes and assessment criteria Learning outcomes Assessment criteria Evidence Por�olio Date 1 Be able to collect clean type reference 1.1 Choose and collect the linen and bed linen and bed coverings coverings needed for work schedule 1.2 Make sure the linen and bed coverings meet organisa�onal standards 1.3 Handle and move the linen and bed coverings safely 1.4 Keep linen store safe and secure 2.1 Describe safe li�ing and handling techniques and why they should always be used 2.2 State organisa�onal standards for collec�on of linen and bed coverings 2 Understand how to collect 2.3 State why soiled linen should be kept clean linen and bed separate from clean linen coverings 2.4 State why linen and linen store must be secure 2.5 State why it is important to check linen to make sure it is clean and up to standard 2.6 Outline the types of problems that may happen when choosing and collec�ng linen from the linen store and how to deal with them 68

Learning outcomes and assessment criteria Learning outcomes Assessment criteria Evidence Por�olio Date 3.1 Strip all linen and bed covering from type reference beds 3 Be able to strip and make 3.2 Handle and store soiled linen and bed beds coverings correctly 3.3 Get bed ready for making 3.4 Make sure the bed base, bed head, linen and bed coverings are clean and not damaged 3.5 Make the bed to premise’s standards with the correct linen and bed coverings 3.6 Leave bed neat, smooth and ready for use 3.7 Deal with customers’ personal property according to organisa�onal procedures 4 Know how to strip and 4.1 State the correct way to deal with soiled make beds linen 4.2 State the right way to sort different fabrics 4.3 State organisa�on’s procedures for making and reshee�ng beds 4.4 State why it is important to use the right sized linen 4.5 Outline the types of unexpected situa�ons –including customer incidents- that may happen when stripping and making beds and how to deal with them 4.6 Describe how to spot and what procedures to use if encountering bedbugs or other infesta�ons 69

Learning outcomes and assessment criteria Learner name: __________________________________________ Date:___________________________ Learner signature: _______________________________________ Date:___________________________ Assessor signature: ______________________________________ Date:___________________________ Internal verifier signature: ________________________________ Date:___________________________ (if sampled) 70

Assessment requirements/evidence requirements Collect clean linen and bed coverings The assessor must assess assessment criteria 1.1–1.4 by directly observing the learner’s work. There must be performance evidence, gathered through observing the learner’s work for: at least five from linen and bed coverings a sheets b blankets/duvets c bedspreads/throws d pillowcases/sheets e waterproof sheets f valances g ma�ress protectors h duvets/pillows i bathroom linen Evidence for the remaining assessment criteria may be assessed through ques�oning or witness tes�mony. 71

Assessment requirements/evidence requirements Strip and make beds The assessor must assess assessment criteria 3.1–3.7 by directly observing the learner’s work. There must be performance evidence, gathered through observing the learner’s work for: at least five from linen and bed coverings a sheets b blankets/duvets c bedspreads/throws d pillowcases/sheets e waterproof sheets f valances/ma�ress protectors g duvets/pillows at least one from beds a double/single beds b cots/folding beds c zip and link d sofa beds at least one from customers a new b stay over Evidence for the remaining assessment criteria may be assessed through ques�oning or witness tes�mony. 72

Basic Hospitality Skills Mul�-Tasker Course Unit 10 Clean Windows from the Inside Assessment Criteria This Unit will take approximately 16 hours to complete 73

Mul�-tasker Basic Hospitality Skills Course Unit 10: Clean Windows From the Inside Unit summary This unit is about cleaning the inside surfaces of windows, using appropriate cleaning equipment and materials. The unit does not require learners to work above hand-reach height. Assessment methodology This unit is assessed in the workplace or in condi�ons resembling the workplace. Learners can enter the types of evidence they are presen�ng for assessment and the submission date against each assessment criterion. Alterna�vely, centre documenta�on should be used to record this informa�on. 74

Learning outcomes and assessment criteria Learning outcomes Assessment criteria Evidence Por�olio Date 1 Be able to prepare to 1.1 Prepare working area and equipment type reference clean windows from 1.2 Inspect the surface to be cleaned inside 1.3 Iden�fy any damaged or loose surfaces 1.4 Report damaged or loose surfaces to the relevant person and ask for advice 1.5 Choose cleaning materials and methods that are appropriate to the work schedule, the type of dirt and the surface to be cleaned 2.1 State organisa�on's standards for cleaning windows 2.2 State how frequently windows should be cleaned 2.3 State why protec�ve clothing should be worn when cleaning 2 Know how to prepare to 2.4 State why cleaning materials should clean windows from not be mixed inside 2.5 State why manufacturers' instruc�ons should be followed when using cleaning equipment and materials 2.6 Outline the types of problems that occur when cleaning windows and how to deal with them 2.7 State what to do if window areas are above hand reach height 2.8 State why it is important to prepare windows and surrounding areas for cleaning 75

Learning outcomes and assessment criteria Learning outcomes Assessment criteria Evidence Por�olio Date 2.9 State why loose or damaged surfaces type reference should be iden�fied and reported 2.10 State the types of equipment and materials that should be used for loose dirt and dirt that is hard remove 3.1 Apply the cleaning agent to the surface in a controlled way, following the manufacturers' instruc�ons and recommenda�ons 3.2 Loosen dirt that is stuck on to the surface without causing damage 3.3 Clean thoroughly and remove any dirt without damaging the surface 3 Be able to clean the inside surface of windows 3.4 Report any dirt that you cannot remove to the relevant person 3.5 Leave windows and glass dry and smear free 3.6 Make sure that frames and sills are dry 3.7 Put the work area back as found 4 Know how to clean the 4.1 State why dirt that cannot be removed should be reported inside surface of windows 4.2 State why frames and sills should be le� dry 76

Learning outcomes and assessment criteria Learner name: __________________________________________ Date:___________________________ Learner signature: _______________________________________ Date:___________________________ Assessor signature: ______________________________________ Date:___________________________ Internal verifier signature: ________________________________ Date:___________________________ (if sampled) 77

Assessment requirements/evidence requirements Prepare to clean windows from the inside The assessor must assess assessment criteria 1.1, 1.2, 1.3 and 1.5 by directly observing the learner’s work. The assessor may assess assessment criterion 1.4 through ques�oning or witness tes�mony if no naturally occurring evidence is available. There must be performance evidence, gathered through observing the learner’s work for: at least two from prepara�on of work area a use of protec�ve clothing b put up hazard warning signs c protect surrounding areas both from surfaces a windows b window frames at least two from cleaning equipment and materials a cloths b cleaning chemicals c squeegees at least one from dirt a loose dirt b dirt that is hard to remove Evidence for the remaining assessment criteria may be assessed through ques�oning or witness tes�mony. 78

Assessment requirements/evidence requirements Clean the inside surfaces of windows The assessor must assess assessment criteria 3.1, 3.2, 3.3, 3.5, 3.6 and 3.7 by directly observing the learner’s work. The assessor may assess assessment criterion 3.4 through ques�oning or witness tes�mony if no naturally occurring evidence is available. There must be performance evidence, gathered through observing the learner’s work for: both from surfaces a windows b frames at least one from dirt a loose dirt b dirt that is hard to remove Evidence for the remaining assessment criteria may be assessed through ques�oning or witness tes�mony. 79

Basic Hospitality Skills Mul�-Tasker Course Unit 11 Cleaning and Servicing a Range of Housekeeping Areas Assessment Criteria This Unit will take approximately 28 hours to complete 80

Mul�-tasker Basic Hospitality Skills Course Unit 11: Cleaning and Servicing a Range of Housekeeping Areas Unit summary This unit is about daily cleaning rou�nes. It covers cleaning toilet and bathroom areas, floors, walls and mirrors. It also covers cleaning furnished areas and disposing of both hazardous and non-hazardous waste. Assessment methodology This unit is assessed in the workplace or in condi�ons resembling the workplace. Learners can enter the types of evidence they are presen�ng for assessment and the submission date against each assessment criterion. Alterna�vely, centre documenta�on should be used to record this informa�on. 81

Learning outcomes and assessment criteria Learning outcomes Assessment criteria Evidence Por�olio Date 1 Be able to clean and 1.1 Prepare bathroom and toilet areas for type reference service toilet and cleaning bathroom areas 1.2 Choose the correct cleaning equipment and materials for toilet and bathroom areas 1.3 Clean toilets and surrounding areas correctly 1.4 Clean bathroom appliances and surrounding areas correctly 1.5 Clean floors, walls, mirrors and other areas following correct procedures 1.6 Iden�fy and report anything that needs maintenance or repair 1.7 Complete and pass on any records of work, when required 1.8 Carry out a final check of the area to ensure customer sa�sfac�on 82

Learning outcomes and assessment criteria Learning outcomes Assessment criteria Evidence Por�olio Date 2.1 Describe what to do if customers are type reference present when cleaning rooms 2.2 Explain why it is important to prepare the area and yourself before cleaning and disposing of waste 2.3 Give examples of the types of items in bathrooms and bedrooms that may need maintenance and repair 2.4 Explain why it is important to report items needing repair and who to report them to 2 Understand how to clean 2.5 Iden�fy the types of records that and service toilet and should be kept in rela�on to cleaning bathroom areas 2.6 Iden�fy why work areas need to be inspected on comple�on 2.7 State organisa�onal standards for cleaning toilets and bathroom areas 2.8 State when hazard signs are some�mes needed in preparing the work areas 2.9 State what materials and equipment are used for cleaning different areas of the bathroom and how to choose the correct one 2.10 Describe the types of unexpected situa�ons that may happen when cleaning bathrooms and toilets and how to deal with them 83

Learning outcomes and assessment criteria Learning outcomes Assessment criteria Evidence Por�olio Date 3 Be able to clean and 3.1 Prepare furnished areas for cleaning type reference service furnished areas 3.2 Choose the correct cleaning equipment and materials for each part of the area 3.3 Clean the floor covering according to workplace procedures 3.4 Clean the furniture according to workplace procedures 3.5 Clean mirrors, wall covering and any other surfaces and leave the whole area �dy 3.6 Iden�fy and report anything that needs maintenance or repair 3.7 Complete and pass on any records of work correctly 3.8 Carry out a final check of the area to make sure it will sa�sfy the customer 84

Learning outcomes and assessment criteria Learning outcomes Assessment criteria Evidence Por�olio Date 4.1 State organisa�onal standards for type reference cleaning in furnished areas 4.2 Describe safe li�ing and carrying techniques and why these should always be used 4 Understand how to clean 4.3 State what materials and equipment are and service furnished used for cleaning different furnished areas areas and how to choose the correct one 4.4 Explain why certain areas need to be kept secure from unauthorised access 4.5 Describe the types of unexpected situa�ons that may happen when cleaning furnished areas and how to deal with these 5 Be able to dispose of 5.1 Wear appropriate personal protec�ve waste clothing 5.2 Prepare the waste for despatch making sure it is handled carefully 5.3 Sani�se waste containers following workplace procedures 6 Know how to dispose of 6.1 Describe how to iden�fy different sorts waste of waste and how different sorts of waste should be disposed of 6.2 State what materials and equipment are used for waste disposal 6.3 Describe the types of problems and unexpected situa�ons that may happen when disposing of waste and how to deal with these 85

Learning outcomes and assessment criteria Learner name: __________________________________________ Date:___________________________ Learner signature: _______________________________________ Date:___________________________ Assessor signature: ______________________________________ Date:___________________________ Internal verifier signature: ________________________________ Date:___________________________ (if sampled) 86

Assessment requirements/evidence requirements Clean and service toilet and bathroom areas The assessor must assess assessment criteria 1.1–1.5 and 1.8 by directly observing the learner’s work. The assessor may assess assessment criteria 1.6 and 1.7 through ques�oning or witness tes�mony if no naturally occurring evidence is available. There must be performance evidence, gathered through observing the learner’s work for: at least one from prepara�ons a use of protec�ve clothing b put up hazard warning signs c protect surrounding areas Evidence for the remaining assessment criteria may be assessed through ques�oning or witness tes�mony. Clean and service furnished areas The assessor must assess assessment criteria 3.1–3.5 and 3.8 by directly observing the learner’s work. The assessor may assess assessment criteria 3.6 and 3.7 through ques�oning or witness tes�mony if no naturally occurring evidence is available. There must be performance evidence, gathered through observing the learner’s work for: at least one from prepara�ons a use of protec�ve clothing b put up hazard warning signs c protect vulnerable surrounding areas Evidence for the remaining assessment criteria may be assessed through ques�oning or witness tes�mony. 87

Assessment requirements/evidence requirements Dispose of waste The assessor must assess assessment criteria 5.1–5.3 by directly observing the learner’s work. There must be performance evidence, gathered through observing the learner’s work for: at least one from waste a hazardous waste b non-hazardous waste at least two from collec�on methods a external collec�on b incinera�on/compression c recycling Evidence for the remaining assessment criteria may be assessed through ques�oning or witness tes�mony. 88

Basic Hospitality Skills Mul�-Tasker Course Unit 12 Use of Different Chemicals and Equipment in Housekeeping Assessment Criteria This Unit will take approximately 33 hours to complete 89

Mul�-tasker Basic Hospitality Skills Course Unit 12: Use of Different Chemicals and Equipment in Housekeeping Unit summary This unit is about choosing the right cleaning chemicals, using the chemicals correctly and disposing of them safely. This unit also covers using manual equipment (such as wet mops, dry mops, dusters and buckets) and electrical equipment (such as suc�on cleaners and spray extractors). Assessment methodology This unit is assessed in the workplace or in condi�ons resembling the workplace. Learners can enter the types of evidence they are presen�ng for assessment and the submission date against each assessment criterion. Alterna�vely, centre documenta�on should be used to record this informa�on. 90

Learning outcomes and assessment criteria Learning outcomes Assessment criteria Evidence Por�olio Date 1 Be able to work using type reference 1.1 Choose correct chemicals for areas different chemicals going to be cleaned 1.2 Wear appropriate protec�ve clothing 1.3 Prepare and use chemicals in line with the manufacturers’ instruc�ons, using the correct equipment 1.4 Store chemicals securely 1.5 Complete relevant documenta�on in line with organisa�onal procedures 2.1 State the basic legal requirements rela�ng to safe working prac�ces when using cleaning chemicals 2.2 Describe the warning signs used on cleaning chemical containers and what they mean 2 Understand how to work 2.3 State how to select appropriate using different chemicals chemicals for a full range of cleaning jobs 2.4 State why it is important to wear protec�ve clothing when using chemicals 2.5 State why it is important to follow manufacturers’ instruc�ons for cleaning chemicals 2.6 Explain why it is dangerous to mix certain types of chemicals together 2.7 State what might happen if relevant legal requirements for this sort of work are not followed 91

Learning outcomes and assessment criteria Learning outcomes Assessment criteria Evidence Por�olio Date type reference 2.8 State why work rou�nes and sequences need to be followed 2.9 Described what precau�ons should be made to the work area before using chemicals 2.10 State documents that should to be completed when using chemicals 2.11 Outline the types of problems and unexpected situa�ons that may happen when preparing and using chemicals and how to deal with these 3 Be able to work using 3.1 Choose correct equipment for areas manual equipment going to be cleaned 3.2 Prepare areas for cleaning 3.3 Use equipment safely, correctly and where appropriate using correct chemicals 3.4 Leave areas clean, �dy and free from debris 3.5 Store equipment in line with organisa�onal procedures 92

Learning outcomes and assessment criteria Learning outcomes Assessment criteria Evidence Por�olio Date 4.1 State the basic legal requirements type reference rela�ng to safe working prac�ces when using manual cleaning equipment 4 Understand how to work 4.2 Explain how to choose manual cleaning using manual equipment equipment for the types of cleaning to be carried out 4.3 State why it is important to follow manufacturers’ instruc�ons for manual equipment 4.4 State why the equipment should be cleaned and stored correctly a�er use 4.5 Outline the types of problems and unexpected situa�ons that may happen when preparing and using manual cleaning equipment and how to deal with these 5 Be able to work using 5.1 Choose the correct equipment and electrical equipment chemicals for the area to be cleaned 5.2 Check that equipment is safe to use 5.3 Select and use correct a�achments for equipment 5.4 Use equipment, a�achments and chemicals in line with manufacturers’ instruc�ons 5.5 Store equipment and a�achments correctly and in line with the manufacturers’ instruc�ons 93

Learning outcomes and assessment criteria Learning outcomes Assessment criteria Evidence Por�olio Date 6 Know how to work using type reference electrical equipment 6.1 State current relevant legisla�on rela�ng to safe working prac�ces when using cleaning chemicals and electrical equipment 6.2 State the main dangers when using electrical equipment and how to avoid these 6.3 Describe safe handling and li�ing techniques 6.4 State why safe carrying and li�ing techniques should be used 6.5 State what factors need to be taken into account when using electrical equipment 6.6 Describe the types of problems and unexpected situa�ons that may happen when preparing and using electrical cleaning equipment and how to deal with these Learner name: __________________________________________ Date:___________________________ Learner signature: _______________________________________ Date:___________________________ Assessor signature: ______________________________________ Date:___________________________ Internal verifier signature: ________________________________ Date:___________________________ (if sampled) 94

Assessment requirements/evidence requirements Work using different chemicals The assessor must assess assessment criteria 1.1–1.5 by directly observing the learner’s work. There must be performance evidence, gathered through observing the learner’s work for: at least three from chemicals a mul�-surface cleaner b toilet cleaner c glass cleaner d air freshener e polish f sani�zer g other Evidence for the remaining assessment criteria may be assessed through ques�oning or witness tes�mony. Work using manual equipment The assessor must assess assessment criteria 3.1–3.5 by directly observing the learner’s work. There must be performance evidence, gathered through observing the learner’s work for: at least five from equipment a mop systems for wet use b mop systems for dry use c colour-coded cloths d duster e bucket f sponge/non-abrasive pad g brushes h dustpan i abrasive pad Evidence for the remaining assessment criteria may be assessed through ques�oning or witness tes�mony. 95

Assessment requirements/evidence requirements Work using electrical equipment The assessor must assess assessment criteria 5.1–5.5 by directly observing the learner’s work. There must be performance evidence, gathered through observing the learner’s work for: at least one from equipment a vacuum cleaners b suc�on dryers c polishers/burnishers d scrubbers e spray extractors at least two from a�achments a hard/so� floor a�achments b upholstery a�achments c brushes/pads d crevice tools e spray extractors/nozzles f hoses at least two from chemicals a carpet shampoo b foam inhibitor c spray polish d floor maintainer e floor stripper f degreasers g greasy stain removers h non-greasy stain removers i cleaning granules Evidence for the remaining assessment criteria may be assessed through ques�oning or witness tes�mony. For this unit, the assessor is only required to collect supplementary evidence for: two from equipment three from a�achments three from chemicals 96

Basic Hospitality Skills Mul�-Tasker Course Unit 13 Clean Maintain and Protect Semi-Hard and Hard Floors Assessment Criteria This Unit will take approximately 23 hours to complete 97

Mul�-tasker Basic Hospitality Skills Course Unit 13: Clean, Maintain and Protect Semi-Hard and Hard Floors Unit summary This unit is about cleaning semi-hard and hard floors using manual equipment. It covers assessing the amount of cleaning that is required and the selec�on of appropriate equipment and cleaning agents. It is also about employing the correct process when cleaning by removing ground-in dirt before applying the appropriate treatment and ensuring that, when your work is complete, the area is le� dry. The unit covers the applica�on of protec�ve coa�ngs, burnishing the floor using appropriate electrical equipment and then reinsta�ng the work area when completed. Assessment methodology This unit is assessed in the workplace or in condi�ons resembling the workplace. Learners can enter the types of evidence they are presen�ng for assessment and the submission date against each assessment criterion. Alterna�vely, centre documenta�on should be used to record this informa�on. 98

Learning outcomes and assessment criteria Learning outcomes Assessment criteria Evidence Por�olio Date type reference 1.1 State types of semi-hard and hard floors 1.2 Explain the process for preparing to clean hard floors 1.3 State the importance of maintaining personal hygiene when cleaning 1.4 State the importance of removing personal items and where these should be stored 1 Understand how to 1.5 State the importance of wearing prepare to clean appropriate personal protec�ve semihard and hard floors equipment and for others to see it being worn 1.6 State the importance of checking health and safety instruc�ons against organisa�onal requirements 1.7 Explain why it is important to follow the checks and restric�ons for use of deep cleaning equipment 1.8 State what could happen if the right safety measures are not taken 1.9 State the importance of colour coding 1.10 State factors which would affect how to clean a semi-hard or hard floor 99

Learning outcomes and assessment criteria Learning outcomes Assessment criteria Evidence Por�olio Date 2.1 State the importance of removing large type reference items of debris by hand before beginning cleaning 2 Understand how to clean 2.2 Describe the safe handling techniques semi-hard and hard floors which should be used for removing large items of debris 2.3 State methods for removing loose dust and debris 2.4 Explain how to select a method for removing loose dust and debris 2.5 State which containers to put dust and debris into 2.6 Describe how different types of spillages can be iden�fied 2.7 Describe the importance of repor�ng body fluids and spillages that you cannot iden�fy 2.8 Give reasons why body fluids or spillages that are uniden�fied should not be cleaned un�l instruc�ons to do so have been issued 2.9 State methods that could be used to remove spillages 2.10 Explain how to select a method to clean up spillages 2.11 State the importance of disposing of unused cleaning solu�ons correctly 100